A service-oriented infrastructure for collaborative learning in virtual knowledge spaces

Classical knowledge production is an author-centered process. The emergence of cooperative internet technologies such as wikis or blogs shows a shift towards stronger cooperative production and communication of knowledge, closing the gap between readers and authors. The incorporation of such participatory mechanisms into CSCL/CSCW systems raises several new requirements. We present an open service infrastructure that provides an architecture meeting these demands, while integrating itself into a network of already-established services.Education for the 21 st century - impact of ICT and Digital Resources ConferenceRed de Universidades con Carreras en Informática (RedUNCI

The Instrumental Genesis of Collective Activity. The Case of an ERP Implementation in a Large Electricity Producer

Collective activity should be a focal subject to study organizational dynamics, particularly in relation with the implementation of management systems such as ERPs. Collective activity is analyzed here as an ongoing dialogical construction by actors. It is always mediated by signs and particularly by instruments. To design and adapt collective activity, a reflexive dialogical exchange between actors, a “collective activity about collective activity”, mediated by instruments, is necessary: we call it “the instrumental genesis of collective activity”. We analyze the case of an ERP implementation at EDF, a large electricity company, in the purchase and procurement area of the production division. The design and implementation of the new system was not clearly viewed as the instrumental genesis of collective activity. Difficulties appeared particularly for cross-functional cooperation and for the construction of new professional profiles of competence. In the light of this case, we suggest that key conditions for the intelligibility and the actionability of collective activity are the establishment of communities and the hybridization of professional competences.Collective Activity; Collective Sensemaking; Community; Dialogical; ERP; Instruments; Instrumental Genesis of Activity; Interpretation; Sign

Art Thinking as a catalyst for STEAM strategies. Towards a divergent thinking

[EN] Practical training in the university environment, without attention to creativity and innovative thinking, is not very effective. For this reason, we have tried to find a new learning model, which focuses on the disciplines essential for the future, through an interdisciplinary approach. The use of tools such as Art Thinking and the search for new learning spaces, sometimes outside the classroom and in others transforming the classroom space itself into a ¿corner to dream¿, have allowed us to create a conducive climate to the development of creativity and to discover that the combination of technical training with skills associated with the artistic field, are positioned as the ideal way to train the professionals of the future. Thus, within the strategy of reaching professional competences, it is planned to work jointly and collaboratively between the creative, technological and management disciplines that coexist on the campus of the Universitat Politecnica de Valencia, in the implementation of new training spaces, which favor the acquisition of transversal competences and strengthen the teaching and learning process through visible and responsible learning by means of STEAM strategies.This work has been developed within the project Applying STEAM strategies in the Social Sciences and Arts areas by means of a Service-learning methodology, conducted by Professor María deMiguel-Molina, and with the support of the Universitat Politécnica de València (Science Education Institute, ICE). Moreover, this paper's authors belong to the team Reality baths: towards a visible, responsible and innovative learning, coordinated by Professor Virginia Santamarina-Campos.Santamarina-Campos, V.; De-Miguel-Molina, M.; De-Miguel-Molina, B.; Carabal-Montagud, M. (2020). Art Thinking as a catalyst for STEAM strategies. Towards a divergent thinking. Iated. 766-774. https://doi.org/10.21125/inted.2020.0288S76677

PICES Press, Vol. 9, No. 2, July 2001

Cover [pdf, 0.2 Mb] Climate, biodiversity and ecosystems of the North Pacific [pp. 1-2] [pdf, 0.2 Mb] The state of the western North Pacific in the second half of 2000 [pp. 3-5] [pdf, 0.8 Mb] The status of the Bering Sea: June – December 2000 [pp. 6-7] [pdf, 1.5 Mb] The state of the eastern North Pacific since autumn 2000 [p. 8] [pdf, 0.3 Mb] Korean Yellow Sea Large Marine Ecosystem Program [pp. 9-12] [pdf, 0.5 Mb] Past and ongoing Mexican ecosystem research in the northeast Pacific Ocean [pp. 13-15] [pdf, 0.3 Mb] Vera Alexander [pp. 16-19] [pdf, 1.0 Mb] North Pacific CO2 data for the new millennium [pp. 20-21] [pdf, 0.3 Mb] PICES Higher Trophic Level Modelling Workshop [pp. 22-23] [pdf, 0.4 Mb] Argo Science Team 3rd Meeting (AST-3) [pp. 24-25] [pdf, 0.3 Mb] 2001 coast ocean / salmon ecosystem event [p. 26-27] [pdf, 0.3 Mb] Shifts in zooplankton abundance and species composition off central Oregon and southwestern British Columbia [pp. 28-29] [pdf, 0.3 Mb] The CLIVAR - Pacific Workshop [p. 30] [pdf, 0.2 Mb] PICES dialogue with Mexican scientists [p. 31] [pdf, 0.2 Mb] Announcements [p. 32] [pdf, 0.2 Mb

Sector firm and management performance in The Netherlands : the role of national governance and institutions

Paper presented to the fourth EMOT-workshop, theme 1, Economic performance outco- 1 mes in Europe, Berlin, January 30-February 1, 1997 This paper discusses performance characteristics and differences at three levels: at sector, firm and top management level. First, it explores the extent to which the particularities of the Dutch business system history influence the economic performance of different types of firms and sectors in the Netherlands. Elaborating on earlier work on the Dutch business system (Iterson and Olie, 1992; van Dijk and Punch, 1993: Sorge and Iterson, 1995, Iterson, 1997), it will be hypothesised which sectors and types of firms will prosper in the socio-institutional context and which sectors and types of firms will not. For instance, it will be brought forward that the agricultural sector, the mineral fuels and chemicals sector, the foods and detergents sector, the transport and transshipment sector and the financial services sector have emerged in a favourable socio-institutional context whereas the steel and the car sector have not. As to different types of firms, it will be brought forward that family-owned and state-owned companies are much less dominant in the Netherlands than public limited liability companies. At firm level, special attention will be given to the large multinational corporations, such as the Royal Dutch Shell Group, Unilever, AKZO, DSM and Philips. Secondly, the socially constructed managerial capabilities and discretion - again, related to economic performance - will be explored in this paper. They are to be understood as an outcome of the idiosyncratic formation of social groups in the Netherlands and the related emergent governance principles (Cf. Kristensen, 1995), which is known as `pillarisation''.management and organization theory ;

Walking the Talk: Promoting Middle School Philosophy by Embracing Student Voices

This practitioner perspective responds to recent scholarship calling for reinvigorating middle level education by suggesting that the purposeful inclusion of student voices in collaborative learning activities can help educators champion the academic and social growth of early adolescents. The recent practicum experience of a preservice candidate who prioritized the voices of her students illustrates the promotion of democratic education, innovation, and social justice in middle level education

Англійська мова для навчання і роботи Т. 4. Професійне іншомовне письмо

Подано всі види діяльності студентів з вивчення англійської мови, спрямовані на розвиток мовної поведінки, необхідної для ефективного спілкування в академічному та професійному середовищах. Містить завдання і вправи, типові для різноманітних академічних та професійних сфер і ситуацій. Структура організації змісту – модульна, охоплює певні мовленнєві вміння залежно від мовної поведінки. Даний модуль має на меті розвиток у студентів умінь і навичок писемного спілкування, що пов’язане з майбутньою професією студентів, та основ медіації і письмового перекладу, які спрямовані на розвиток умінь писати тексти різних типів і жанрів, такі як резюме, листи, анотації тощо. Ресурси для самостійної роботи (частина ІІ) містять завдання та вправи для розвитку словникового запасу та розширення діапазону функціональних зразків, необхідних для виконання певних функцій, та завдання, які спрямовані на організацію самостійної роботи студентів. За допомогою засобів діагностики (частина ІІІ) студенти можуть самостійно перевірити засвоєння навчального матеріалу та оцінити свої досягнення. Граматичні явища і вправи для їх засвоєння наводяться в томі 5. Призначений для студентів технічних університетів гірничого профілю. Може використовуватися для викладання вибіркових курсів з англійської мови, а також для самостійного вивчення англійської мови викладачами, фахівцями і науковцями різних інженерних галузей

Interdisciplinary Teaching and Learning within Molecular Gastronomy Education: Does it Benefit Students?

Since the creation of Molecular Gastronomy (MG) as a scientific discipline in 1988 a variety of higher education modules and programmes in that discipline have developed around the world. At the Technological University Dublin, MG has been taught using an interdisciplinary approach since the academic year 2012/2013. A Culinary Science lecturer and a Culinary Arts lecturer work in synergy and teach an interdisciplinary group of Food Science (FS) and Culinary Arts (CA) students. The students’ work is assessed, in each academic year, using summative methods i.e. written exam and a project assignment. In the academic year 2016/2017 the assignment reports were, for the first time, jointly written by a member from each student group. The exam results in that academic year were compared and the discussion sections of the assignment reports were analysed for word frequencies. An open-ended questionnaire was also given to the students (n = 28) to get their opinions about the structure and organisation of the MG module. There was no significant difference in the total (exam + assignment) results of the FS and CA students (p ≥ 0.05). An analysis of results for the module, pre-interdisciplinary vs. interdisciplinary, shows that the CA students benefited significantly (p ≤ 0.05) from having FS students in the group whereas there was no significant difference in the FS results when there were CA students in the group (p ≥ 0.05). Almost all the FS students commented that they enjoyed the practical application of MG. Each student said that having an interdisciplinary teaching team added depth and made the module more complete. Results showed that when writing the discussion sections of the assignment report, it would be more beneficial for a CA student to write the discussion section together with a FS student. In conclusion interdisciplinary teaching and learning within Molecular Gastronomy education is beneficial for Culinary Arts and Food Science student participants

From Individual Creativity to Team-Based Creativity

Supporting the development of creative competency is important for the actual challenges of the society. However, creativity has been mainly approached in an individual way, without considering the specificities of team-based creativity processes. In this chapter, we establish the differences between creativity as an individual approach and creativity as a collaborative process. Then we discuss creativity from the perspective of the leaners’ and teachers’ attitudes. Subsequently, we discuss the concept of the margin of creativity in different learning activities. We finalize this chapter by discussing digital uses that can support creativity in team-based contexts